Supplemental Admission Requirements
In addition to the minimum requirements, applicants to the program must also submit the following:
- Proof of current Utah level I teaching license or equivalent or undergraduate degree and current teaching position for non-public school applicants;
- Two (2) recommendations from most recent principal and education supervisor (Team Leader, Mentor Teacher, etc.); and
- Educational Vision Statement of not more than 250 words.
Capstone Project Continuance
All core and elective courses must be completed prior to the Capstone Project.
M.Ed. candidates who do not successfully complete the Capstone requirements (thesis) by the end of the semester in which they registered for their Capstone course must continuously enroll in EDUC 6931 - Capstone Master of Education Seminar (1 Credit) until their Capstone Project has been accepted as complete by program faculty. Candidates should meet with their Thesis Committee Chair for advisement and request to enroll in EDUC 6933 - Practitioner Research II for the semester they will defend their thesis project.
Program Learning Outcomes
- Creates developmentally appropriate and challenging learning experiences based on each student’s strengths, interests and needs.
- Collaborates with families, colleagues and other professionals to promote student growth and development.
PROFESSIONAL AND ETHICAL BEHAVIOR
- Is responsible for compliance with federal and state laws, State Board of Education administrative rules, state assessment policies, local board policies, and supervisory directives.
- Avoids actions which may adversely affect ability to perform assigned duties and carry out the responsibilities of the profession, including role-model responsibilities.
- Takes responsibility to understand professional requirements, to maintain a current Utah Educator License, and to complete license upgrades, renewals, and additional requirements in a timely way.
- Maintains integrity and confidentiality in matters concerning student records and collegial consultation.
- Develops appropriate student-teacher relationships as defined in rule, law, and policy.
- Maintains professional demeanor and appearance as defined by their local education agency (LEA).
- Understands individual learner differences and holds high expectations of students.
- Designs, adapts and delivers instruction to address each student’s diverse learning strengths and needs.
- Allows students different ways to demonstrate learning sensitive to multiple experiences and diversity.
- Creates a learning culture that encourages individual learners to persevere and advance.
- Incorporates tools of language development into planning and instruction for English language learners, and supports development of English proficiency.
- Develops learning experiences that engage and support students as self-directed learners who internalize classroom routines, expectations and procedures.
- Collaborates with students to establish a positive learning climate of openness, respectful interactions, support, and inquiry.
- Uses a variety of classroom management strategies to effectively maintain a positive learning environment.
- Equitably engages students in learning by organizing, allocating, and managing the resources of time, space, and attention.
- Extends the learning environment using technology, media, and local and global resources.
- Encourages students to use speaking, listening, reading, writing, analysis, synthesis, and decision-making skills in various real-world contexts.
- Knows the content of the discipline and conveys accurate information and concepts.
- Demonstrates an awareness of the Utah Core Standards and references it in short- and long-term planning.
- Engages students in applying methods of inquiry and standards of evidence of the discipline.
- Uses multiple representations of concepts that capture key ideas.
- Supports students in learning and using academic language accurately and meaningfully.
- Designs or selects pre-assessments, formative, and summative assessments in a variety of formats that match learning objectives and engages the learner in demonstrating knowledge and skills.
- Engages students in understanding and identifying the elements of quality work and provides them with timely and descriptive feedback to guide their progress in producing that work.
- Adjusts assessment methods and makes appropriate accommodations for English language learners, students with disabilities, advanced students, and students who are not meeting learning goals.
- Uses data to assess the effectiveness of instruction and to make adjustments in planning and instruction.
- Documents student progress and provides descriptive feedback to students, parents, guardians, and other stakeholders in a variety of ways.
- Understands and practices appropriate and ethical assessment principles and procedures.
- Plans instruction based on the Utah Core Standards.
- Individually and collaboratively selects and creates learning experiences that are appropriate for reaching content standards relevant to learners, and based on principles of effective instruction.
- Differentiates instruction for individuals and groups of students by choosing appropriate strategies, accommodations, resources, materials, sequencing, technical tools, and demonstrations of learning.
- Creates opportunities for students to generate and evaluate new ideas, seek inventive solutions to problems, and create original work.
- Integrates cross-disciplinary skills into instruction to purposefully engage learners in applying content knowledge.
- Understands and practices a range of developmentally, culturally, and linguistically appropriate instructional strategies.
- Uses appropriate strategies and resources to adapt instruction and vary his or her role to meet the needs individual and groups of learners.
- Analyzes student errors and misconceptions in order to redirect, focus, and deepen learning.
- Uses a variety of instructional strategies to support and expand each learners’ communication skills.
- Provides multiple opportunities for students to develop higher-order and meta-cognitive skills.
- Provides opportunities for students to understand, question, and analyze information from multiple and diverse sources and perspectives to answer questions and solve real-world problems.
- Supports content and skill development by using multiple media and technology resources and knows how to evaluate these resources for quality, accuracy, and effectiveness.
- Uses a variety of questioning strategies to promote engagement and learning.
REFLECTION AND CONTINUOUS GROWTH
- Independently and in collaboration with colleagues, uses a variety of data to evaluate the outcomes of teaching and learning and to reflect on and adapt planning and practice.
- Actively seeks professional, community, and technological learning experiences within and outside the school as supports for reflection and problem-solving.
- Recognizes and reflects on personal and professional biases and accesses resources to deepen understanding of differences to build stronger relationships and create more relevant learning experiences.
- Actively investigates and considers new ideas that improve teaching and learning and draws on current education policy and research as sources of reflection.
- Develops a professional learning plan based on individual needs and the needs of learners, schools, and educational communities.
LEADERSHIP AND COLLABORATION
- Prepares for and participates actively as a team member in decision-making processes and building a shared culture that affects the school and larger educational community.
- Participates actively as part of the learning community, sharing responsibility for decision-making and accountability for each student’s learning, and giving and receiving feedback.
- Advocates for the learners, the school, the community, and the profession.
- Works with other school professionals to plan and jointly facilitate learning to meet diverse needs of learners.
- Engages in professional learning to enhance knowledge and skill, to contribute to the knowledge and skill of others and to work collaboratively to advance professional practice.
- Graduate students must complete their program within six (6) years of matriculation.
- All required courses must be passed with a “B” (3.0) or better to be counted in the degree. If a student earns a “B-” (2.7) or below in a course, the course must be retaken. NO OTHER courses may be taken (even concurrently) until the grade has been raised to the minimum “B.” Failure to raise the grade in two (2) subsequent attempts will result in the student being dropped from the program. Students dropped from the program may apply for readmission after a period of five (5) years has passed.
- Graduate students must earn a 3.0 GPA each semester. If the overall GPA falls below 3.0, the student will be placed on probation for one (1) semester. At the end of the probationary semester, if the GPA is not at or above 3.0, the student will be dropped from the program.
Bridge Master’s Elective Credit Option for Undergraduate Students
Up to 12 credits of graduate endorsement coursework may be used as M.Ed. electives. Any of the Bridge coursework must be completed prior to admission into the M.Ed. program. Transfer credits for an endorsement require official transcripts and evidence that the endorsement has been accepted by the USBE.
* All bridge coursework must be taken BEFORE starting the admittance process in the Master’s. Learners fulfill the Master’s admission requirements of two (2) years of teaching and “Currently Teaching” by maintaining a 3.0 GPA through all Bridge coursework. All coursework for the Master’s must be taken within a six (6) year window from the first class taken in the Bridge program to the M.Ed. completion.